Behavioral research presents an analysis of the classroom in which sources of academic success or failure are sought in contingencies of reinforcement functioning in the child's learning environment. Motivation is analyzed in behavioral terms, and behavior principles are proposed as a powerful tool for teachers for the amelioration of behavior problems and the individualization of curriculums and experiences. Much of the research reported in this paper took place in natural environments of children and involved complex behaviors as dependent variables. Numerous investigations have shown that social reinforcement dispensed by adults functions as a positive reinforcer for many behaviors of children. Other studies indicate that token reinforcement, as part of well-designed programs, is effective in behavior modification and in promoting academic achievement. The studies reported deal with hyperactivity, behavioral and learning disabilities, remedial programs, and parent involvement. The behavioral analysis of complex academic behaviors, such as speech pathology and reading difficulties, has also shown promising results. The paper concludes with a discussion of methodological considerations, implications for education, and the value judgments involved in behavioral research. (Author/DR)